农村随迁儿童情绪特点及正念训练
文献类型：学位论文
| 作者 | 帅亚萍 |
| 答辩日期 | 2023-03 |
| 文献子类 | 继续教育硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 罗非 |
| 关键词 | 正念 随迁儿童 情绪弹性 焦虑 抑郁 |
| 学位名称 | 理学硕士 |
| 学位专业 | 发展与教育心理学 |
| 其他题名 | Emotional Characteristics of Rural Migrant Children and Mindfulness Practice |
| 中文摘要 | As a vulnerable group in society, the physical and mental health of migrant children is closely related to social stability. Some studies have found that the physical and mental health problems of migrant children are rising in recent years, which we need to pay attention to. Currently, many evidences show that mindfulness intervention has a significant effect on improving the physical and mental health of adults. However, few studies apply this method on migrant school-age children. Proving the applicability of mindfulness practice for migrant children has realistic meaning for protecting their mental health. This paper is based on exploring the emotional characteristics of migrant children, studying the intervention mechanism of mindfulness for children in school age, and verifying mindfulness practices to improve emotional problems of migrant children. Study 1 in order to investigate the differences in emotion between migrant children and local children, 299 migrant children and 396 local children were investigated with the Five Factor Mindfulness Questionnaire, 7-tiem Generalized Anxiety Disorder Scale, 9-item Patient Health Questionnaire and Adolescent Emotional Resilience Scale, which were used to evaluate the mindfulness, anxiety, depression and emotional resilience of them. In addition, this study also identified mindfulness and emotional resilience as potential factors for improving the emotion of children with exploring the moderation effect of mindfulness level in emotional resilience and anxiety, as well as emotional resilience and depression. Through applying independent sample T test and regression analysis to compare the differences of each index, the results showed that there were significant differences between the two groups in anxiety and depression. The level of anxiety and depression of migrant children were significantly higher than that of the local children. There was no significant difference in mindfulness and emotional resilience between the two groups. The results of correlation and moderation effect test showed that the level of mindfulness was significantly negatively correlated with anxiety and depression, significantly positively correlated with emotional resilience. The level of mindfulness has a significant moderation effect on emotional resilience and anxiety, as well as emotional resilience and depression. Mindfulness level has a protective effect on the emotional state of children with low emotional resilience. Study 2 explores the role of a six-week mindfulness practice in improving the emotion conditions of migrant children. This research carried out a 2 (group) x2 (time) mindfulness intervention randomized controlled trials experiment on 92 students in the migrant children's school. The experimental group of students was led by volunteers to practice mindfulness twice a week for 20 minutes each time (in total six weeks); The control group was self-study led by school teachers. The children's version of the Mindfulness Attention Awareness Scale, Positive and Negative Emotion Scale, and Peace of Mind Questionnaire were used to measure the mindfulness level, positive and negative emotional ability, and inner peace level of the two groups before and after pracitce. The results showed that after a six-weeks mindfulness intervention experiment, compared with the control group, the mindfulness level and the level of inner peace of the students in the experimental group were significantly improved. Their negative emotions were significantly reduce. There was no significant difference in positive emotional between the two groups. Simple effect analysis showed that the scores of mindfulness level and inner peace level of the students in the experimental group were significantly improved. The negative emotion of the control group was significantly increased, and the level of inner peace was significantly decreased. These indicate that mindfulness practice can improve the level of mindfulness, promote inner peace, and reduce negative emotions in migrant children. Based on the above results, draw a conclusion: the anxiety and depression levels of migrant children are higher than those of local children; The level of mindfulness in children is significantly negatively correlated with anxiety and depression scores, and significantly positively correlated with emotional resilience levels; Mindfulness has a protective effect on children with low emotional resilience, and through mindfulness practices; the emotional status of migrant children can be improved. |
| 英文摘要 | 随迁儿童作为社会中弱势群体，身心健康与社会稳定息息相关。有研究发现，近年来随迁儿童身心健康问题日益增长，需引起重视。目前，众多证据表明正念训练对改善成人身心健康效果显著。但这种方法在随迁学龄儿童群体中的研究寥寥无几。证明随迁儿童正念训练的适用性对于保护随迁儿童心理健康具有现实意义。 本文立足于探索随迁儿童的情绪状况，研究正念对学龄儿童的作用机制，并验证改善随迁儿童情绪问题的正念训练方案。 研究一为了探讨随迁儿童与本地儿童的情绪差异，采用五因素正念量表、广泛性焦虑量表、抑郁症筛查量表和青少年情绪弹性问卷调查299名随迁儿童和396名本地儿童的正念、焦虑、抑郁和情绪弹性水平，评估两组儿童情绪状况。此外，研究一将正念水平和情绪弹性作为改善儿童情绪的潜在因素，探究正念水平在情绪弹性与焦虑、情绪弹性与抑郁中的调节作用。独立样本T检验和回归分析比较随迁儿童与本地儿童各指标差异，两组被试焦虑和抑郁指标差异显著。随迁儿童焦虑水平显著高于本地儿童，两组儿童间正念和情绪弹性无显著差异。相关性及调节效应检验结果显示，正念水平与焦虑和抑郁显著负相关，与情绪弹性显著正相关。正念水平对情绪弹性与焦虑、情绪弹性与抑郁调节效应显著;正念水平对低情绪弹性儿童的情绪状态有保护作用。 研究二探究六周正念训练改善随迁儿童情绪状况的作用。在随迁儿童学校对92名学生开展了2(组别)x 2(时间)随机对照实验。实验组学生由志愿者带领开展每周两次，每次20分钟的正念训练(共六周);对照组由学校老师带领自习。采用正念注意觉知量表儿童版、正负情量表和内心平静量表对训练前后两组学生正念水平、正负情绪能力和内心平静水平进行测量。结果显示，六周后实验组学生正念水平和内心平静水平显著提升，负性情绪显著减少且低于对照组。两组学生积极情绪差异不显著。简单效应分析显示实验组学生正念水平和内心平静水平得分显著提升。对照组负性情绪显著增加，内心平静水平显著下降。表明正念训练可以改善小学随迁儿童正念水平、促进内心平静、减少负性情绪。 基于以上结果得出结论:随迁儿童焦虑、抑郁水平高于本地儿童;儿童正念水平与焦虑、抑郁得分显著负相关和情绪弹性水平显著正相关;正念对低情绪弹性的儿童有保护作用;通过正念训练，随迁儿童情绪状况可以得以改善。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45188]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 帅亚萍. 农村随迁儿童情绪特点及正念训练[D]. 中国科学院心理研究所. 中国科学院大学. 2023. |
入库方式： OAI收割
来源：心理研究所
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